• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.15-24
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• 1991

The purpose of this study was to investigate the effectiveness of Learning Cycle approach to change the concept of density. The results of the study were as follows : 1) Students already had various types of preconception related to density before formal learning. These preconceptions mostly differ from scientific concepts. 2) Male students were much better than female ones in the development of scientific concepts before formal learning. These differences were found statistically significant(P<0.01). 3) The higher the cognitive level of the students, the better the development of scientific concepts. 4) In the change of preconceptions to scientific concepts by treatment, there was significant difference between control group and experimental group at the 0.05 level. It was found that Learning Cycle approaches were more effective than traditional approaches in acquiring the concept of density. 5) It was found that there was no significant difference On the retention level of the concept of density between control group and experimental group.

• Korean Journal of Child Studies
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• v.33 no.3
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• pp.131-148
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• 2012

This study examines the scientific concept development of young children in terms of the day-night cycle. The subjects consisted of 180 three-, four-, and five-year-old children from two kindergartens and one children's center located in Seoul and Jeju. Individual interviews were conducted to collect verbal and pictorial responses on the day-night cycle. The scientific concepts on the day-night cycle are classified five stages including : no recognition, egocentric concept, initial mental models, synthetic mental models, and scientific mental models. Using two-way ANOVA, scores for the types of concept on the day-night cycles were then analyzed according to both the ages and genders of the children. The results reveal the existence of significant differences in terms of the types of concept of young children according to age. Most three-year-olds children had no recognition. Most three, four, and five-year-old children revealed egocentric concepts. Four-year-old children revealed that were in the initial stages of experiencing the mental models and synthetic mental models of the day-night cycle. Five-year-old children revealed that they were in the early stages of experiencing the initial, synthetic, scientific mental models of the day-night cycle. The results suggest appropriate ways of science education for young children based on the development of scientific concepts of the day-night cycle.

• Animal cells and systems
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• v.11 no.2
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• pp.205-213
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• 2007

Nek6 belongs to NIMA1 (never in mitosis, gene A) related kinase, which was originally identified in Aspergillus nidulans as a serine/threonine kinase critical for cell cycle progression. We noticed that the putative SUMOylation site is localized on the $K^{252}$ residue in $^{251}FKsD^{254}$ of Nek6, based on the consensus sequence ${\Phi}KxE$; where ${\Phi}$ represents L, I, V or F and x is any amino acid. We observed that the Nek6 SUMO mutant (K252R) has decreased protein kinase activity, nuclear speckle localization and protein stability, compared with that of the Nek6 wild type. However, the Nek6 SUMO mutant increased the cell survival rate of COS-1 cells as determined by FACS analysis. Therefore, our data suggest that SUMOylation on the $K^{252}$ residue of Nek6 is required for its normal functions, such as proper nuclear localization, kinase activity and protein stability, to control cell cycle.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.13-34
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• 1996

The purpose of this study is to develop appropriate science teaching models which can be applied effectively to relevant situations. Five science teaching models; cognitive conflict teaching models, generative teaching model, learning cycle teaching model, hypothesis verification teaching model and discovery teaching model, were identified from the existing models. The teaching models were modified and in primary and secondary students using a nonequivalent pretest-posttest control group design. Major findings of this study were as follows: 1. For teaching science concepts, three teaching models were found more effective; cognitive conflict teaching model, generative teaching model and discovery teaching model. 2. For teaching inquiry skills, two teaching models were found more effective; learning cycle teaching model and hypothesis verification teaching model. 3. For teaching scientific attitudes, two teaching models were found more effective; learning cycle teaching models and discovery teaching model. Each teaching model requires specific learning environment. It is strongly suggested that teachers should select a suitable teaching model carefully after evaluating the learning environment including teacher and student variables, learning objectives and curricular materials.

• Journal of the Korean Home Economics Association
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• v.30 no.1
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• pp.199-217
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• 1992

The purpose of this study was to examine changes in the household investment planning according to the family life cycle, to improve the household investment planning process, and to develop research model. The results were as follows : Household investment planning varied with stages of the family life cycle because the stock of resources shifted and financial goals changed as the family life cycle stage changed. The main financial goals of family in each stage of the life cycle were the purchasing of house in the establishing stage, children's education and marriage in the extending stage, and the elderly's economic welfare in the diminishing stage. Also, in the Ⅰ & Ⅱ stage the most important investment goals were the purchasing of house, children's education in the Ⅲ stage, children's marriage in the Ⅳ stage, and the elderly's economic welfare in the Ⅴ stage. Therefore, the financial goals were recognized as the important goals underlain the investment-planning goals, and alternatives for the accomplishment of investment-planning goals were determined. The results of this study can contribute to establish the long-run investment planning process and improve the level of household's financial well-being.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.259-268
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• 2019

The purpose of the study was to examine the vocational educational system of Egypt, focusing on the effectiveness of the three consecutive cycle-based curriculum and integrated technical education clusters (ITECs) in order to suggest some implications for innovating the current vocational education system of Korea. The vocational education system of Egypt is similar to that of Korea, in terms of general education to go to university and vocational education to go to labor market. However, the Egyptian system is different from the system of Korea in light of the three consecutive cycle-based curriculum that links secondary vocational education, vocational education of college level, and advanced technical and vocational education. In addition, the Egyptian system has adopted the "cluster" approach which integrates technical secondary school, intermediate technical college, and advanced technical college around one physical area so as to promote vocational education in collaboration with regional industries and to guarantee education quality. In the last part, some potential implications were suggested for upgrading the quality of vocational education of Korea based upon the benchmark results of the Egyptian vocational education system and career development of students.

• Biotechnology and Bioprocess Engineering:BBE
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• v.10 no.2
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• pp.136-141
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• 2005

The capability of utilizing a TCA cycle intermediates as the sole carbon source by the multi-vitamin auxotrophic yeast Torulopsis glabrata CCTCC M202019 was demonstrated with plate count method. It is indicated that T. glabrata could grew on a medium with one of the TCA cycle intermediates as the sole carbon source, but more colonies were observed when glucose, acetate and one of the TCA cycle intermediates coexisted in the medium. Among the intermediates of the TCA cycle examined in this study, cell growth was improved by supplementing oxaloacetate. Further investigation showed that the presence of acetate was necessary when oxaloacetate was supplemented. By supplementing with 10 g/L of oxaloacetate in pyruvate batch fermentation, dry cell weight increased from 11.8 g/L to 13.6 g/L, and pyruvate productivity was enhanced from $0.96\;gL^{-1}h^{-1}\;to\;1.19 gL^{-1}h^{-1}$ after cultivation of 56 h. The yield of pyruvate to glucose was also improved from 0.63 g/g to 0.66 g/g. These results indicate that under vitamins limitation, the productivity and yield of pyruvate could be enhanced via an increase of cell growth by the supplementation of oxaloacetate.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.527-545
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• 2008

This paper suggested a 4E&E Learning Cycle Model using learning motivation for students in science education. The model has been developed on the basis of motivational and instructional design. The 4E&E Learning Cycle Model has four phases such as engage, explore, explain and expand, and two subsidiary phases such as evaluate, and feedback provided with at each phase. The model has gone a process of instruction with learning effects evaluation and providing feedback in science classroom, which facilitate to increase the effectiveness of learning activities. Especially, the 4E&E Learning Cycle Model using motivational learning strategies makes the learners be attractive to and immersed in instruction. This model has potentials in educating students in science education.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.357-365
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• 2013

The purpose of this paper is to implement the educational application related to the Plant's Life Cycle Unit in 4th Grade Science Textbook, based on the National Curriculum. This should lead to teachers incorporating them into classes and for students to get practical help when they are studying about plants. Through this application, teachers will be able to experience the so-called Blended Learning while using both off-line and mobile teaching methods. It will also be possible for students to review what they learn during the classes and do their projects regardless of time and place. This type of learning is expected to motivate learners and enhance the learning experience by stimulating the students' interest.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.963-977
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• 2009

The purpose of this paper is to identify college students' conceptions of the earth system cycles as learners of earth science education (ESE) and draw educational implications. An eight-week creative story writing project was held with 62 non-science students taking a general course on earth science. Their creative stories were categorized by analyzing the conceptions and types of cycle with a story mapping technique. The cycle conceptions of earth systems were expressed diversely into 32; most of the cycle types were circular and complex, while the others were branch-shaped and linear types that fail to complete the cycles. College students' conceptions of the earth system cycles is biased toward natural-abiotic systems; less than 30% of them are shown to be aware of all three categories: natural-abiotic, natural-biotic, and human systems. It is essential to diversify the content of education on earth system cycles and help learners develop systematic methods of thinking so that they will be able to recognize the impacts of feedback from human activities through ESE.